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1. Ask children to listen to these groups ofsentences and tell you what is similarabout them:
where: Where are we going today?wear: I am going to wear my new
shoes to school.
through: The train went throughthe tunnel.
threw: The pitcher threw the balltoward the plate.
to: I am going to the store.too: Will you come, too?two: There’s room for two people
in the car.
Children should hear the words that sound the same in the sentences. If children can spell thewords, invite them to do so out loud. Ask children to tell you what each word means within thesentences you read. Explain to children that these words are called homophones. (Ask studentsto repeat you as you say the word "homophones.") Homophones sound exactly the same, but theyare spelled differently and have different meanings.
2. Make a homophone bank. Ask students to give examples of homophones they know. You can alsoask them to spell the words, or use them in a sentence. Then place the word pairs in the pocketchart for all to see. (Due to the abstract nature of the words, some homophones are not includedin this book.) Other possible homophone pairs are: aisle/isle, alter/altar, bizarre/bazaar,bald/bawled, billed/build, bored/board, bolder/boulder, by/buy/bye, cellar/seller, cache/cash,cell/sell, cent/sent/scent, crews/cruise, choose/chews, cymbal/symbol, die/dye, doe/dough,dear/deer, flee/flea, find/fined, foul/fowl, forth/fourth, guest/guessed, grown/groan, high/hi,heal/heel, hail/hale, horse/hoarse, hey/hay, in/inn, locks/lox, lone/loan, lax/lacks, made/maid,marry/merry, mind/mined, mist/missed, new/knew, not/knot, night/knight, or/oar, pact/packed,poll/pole, pane/pain, petal/pedal, pail/pale, plane/plain, rap/wrap, read/reed, root/route, real/reel,read/red, seam/seem, some/sum, tents/tense, tax/tacks, toad/towed, threw/through, who’s/whose,whale/wail, way/weigh, week/weak, weed/we’d, wear/where, would/wood, which/witch, your/you’re.Write the pairs for which you don’t have cards on a chalkboard for all to see.
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©Learning
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Introduction Strategies
Dear Teachers,
The following pages have been designed with you in mind. Flip
through this book to find exciting, hands-on ideas for teaching
homophone concepts with a pocket chart! (LER 2206)
Pocket Chart Reading – Homophones has been developed to
provide creative teaching ideas and reproducible activities to
support the use of a pocket chart. Suggested activities are
designed to attract all types of learners. They encourage listening,
speaking, observing and manipulating words and pictures to
familiarize children with the concept of homophones. In addition,
this book contains 216 ready-to-use cards to aid you in teaching
homophones. The cards display illustrated pictures and/or words
to use within each lesson. A Cards-At-A-Glance chart shows
what is pictured on each card, and is located in the back of the
book for easy reference. Also included is a Reading List to help you
build a classroom library filled with homophone concepts.
This book quickly becomes a compact storage file! Tear out the
sheets of cards along the perforated lines. Laminate the cards for
extra durability, cut them, and store them in the pocket provided
on the back cover of the book. As you use them, tear out the
blackline master pages for photocopying, then use the folder
pocket on the inside front cover for storage.
Homophones
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Teaching Notes
2
1. Homophones can be illustrated in a variety of ways. Introduce the illustrations usedin this book with a fun activity. Using the picture cards as flashcards, show them tostudents, and let them guess the word that is being illustrated. (Remind them tothink of words that sound the same.) Place the picture card in the pocket chart oncea student has correctly named it. Then, invite the student to come up and place theword for the illustration next to the picture card in the pocket chart. This activity willhelp build children’s familiarity with the illustrations for the lessons that follow.
2. Play a homophone matching game in the pocket chart. Place all of the cards, picture-side up, in a grid pattern in the pocket chart. Invite students to come up, one at atime, and remove a pair of homophones. Ask them to say the words aloud as theyremove them from the pocket chart. They can check the words on the back of thecards, read each aloud, and see if they are right!
3. Pass out all of the cards to students. Without turning the card over, see if they cansilently find their "match" (the word that is a homophone with the one they areholding) in the classroom. Once they locate the matching homophone, invite the pairsof students to stand at the front of the room until all students have found a match.Then ask them to say their words aloud, and display either the pictures or the wordsin the pocket chart.
4. Make sentences with homophones. Pass out one homophone picture card to eachstudent. Go around the room, asking children to say what is pictured on their card,spell it correctly (before checking the spelling on the back), and use it in a sensiblesentence. You may want to invite students to write their sentence on sentence strippaper and place it in the pocket chart. Students can replace the homophone word inthe sentence with a picture card.
5. Repeat activity #4, but tell the students to look at the word on the card only — notthe picture. Invite students to use the word in a sentence, then check the picture tomake sure they have used the homophone in the correct context. This will helpstudents review spelling and definitions of the words.
6. Try a fun whole-class or center activity. Place the word cards and picture card pairs inrandom order in two columns in the pocket chart. Ask students to come up andrearrange the words, matching them to the appropriate pictures. Children can checkthe back of the pictures to see if they are correct! When they have finished, ask themto mix up the pairs for other students to play the game.
7. As a culminating activity to the unit, have a homophone spelling bee or writtenspelling test. Give children words to spell, but repeat them in a sentence, so they canbetter understand the context.
Chart
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Hom
ophones
©Learning
Resources,
Inc.
Name ____________________________________
3
Matching HomophonesDirections: Look at the pictures below.Draw a line to match the homophones.
Activity 1
sow
ant
flour
bury
one
sale
meet
berry
aunt
won
sail
meat
flower
sew
4
Poc
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Matching Homophones 2Directions: Look at the pictures below.Draw a line to match the homophones.
Name ____________________________________
Activity 2
bear
rode
close
tee
rows
hear
here
road
tea
rose
male
bare
clothes
Matching Homophones 3Directions: Look at the pictures below.Draw a line to match the homophones.
Name ____________________________________
5
Chart
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Hom
ophones
©Learning
Resources,
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Activity 3
whole
break
hare
peace
fir
due
peak
piece
peek
hair
fur
brake
hole
dew
6
Poc
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Matching Homophones and WordsDirections: Look at the pictures below. Draw a line to match the
pictured homophone to the correct spelling.
Name ____________________________________
Activity 4
sewmoussepeekmoosepeaksow
Matching Homophones and Words 2Directions: Look at the pictures below. Draw a line to match the
pictured homophone to the correct spelling.
Name ____________________________________
7
Chart
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Hom
ophones
©Learning
Resources,
Inc.
Activity 5
weekseeseanightknightweak
8
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Matching Homophones and Words 3Directions: Look at the pictures below. Draw a line to match the
pictured homophone to the correct spelling.
Name ____________________________________
Activity 6
teeyoustealteasteelewe
Homophone PuzzlesDirections: Look at the picture clues below.
Fill in the blanks with correctly spelled homophones.
Name ____________________________________
9
Chart
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Hom
ophones
©Learning
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Activity 7
1 4
2 5
3 6
a
n
t
u n t
10
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Homophone CrosswordDirections: Read the descriptions below, and fill in the crossword puzzle.
Name ____________________________________
Activity 8
Across
A. the past tense of "eat"
B. to pull another vehicle behind yours
C. the number that comes before nine
D. a sweet, yellow fruit
E. opposite of "left"
Down
1. to pound on a drum
2. to express something in written word
3. opposite of "there"
4. a word describing two of a kind
5. to listen with your ears
A
1
B 2
C 3
D4
E 5
Chart
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Hom
ophones
©Learning
Resources,
Inc.
Lasso a HomophoneDirections: Read the sentences below.
Circle the homophone that best f its the context of the sentence.
Name ____________________________________
11
Activity 9
1. We looked through the male/mail for any letters.
2. We made ate/eight dozen cookies before goingto the bake sale.
3. Those library books are dew/due next week.
4. We decided to meet/meat the group by the flagpole.
5. The cool air made us chili/chilly.
6. The flowers grew tall in the light of the Sun/son.
7. The wind blue/blew the leaves around the yard.
8. "Your hare/hair needs to be trimmed," said Mom.
9. I will write/right you a letter as soon as I return home.
10. We hiked to the peek/peak of the mountain.
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Poc
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Spelling HomophonesDirections: Look at each picture pair, and write thecorrectly spelled homophone on the lines beside them.
Name ____________________________________
Activity 10
Spelling HomophonesDirections: Look at each picture pair, and write thecorrectly spelled homophone on the lines beside them.
Name ____________________________________
13
Chart
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Hom
ophones
©Learning
Resources,
Inc.
Activity 11
1. She tried not to ___________ the glass.
2. The big, furry ___________ growled at the fox.
3. The grass was covered with an early morning ___________.
4. We climbed to the ___________ of the mountain.
5. It’s very nice to ___________ you.
6. The small ___________ ate grass in the field.
7. Can you ___________ the rainbow in the sky?
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Poc
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Homophones in ContextDirections: Read the following sentences. Using the pictures as clues,
write the correct homophone in each blank. .
Name ____________________________________
Activity 12
( )
( )
( )
( )
( )
( )
( )
More Homophones in ContextDirections: Read the following sentences. Using the pictures as clues,
write the correct homophone in each blank.
Name ____________________________________
15
Chart
Read
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Hom
ophones
©Learning
Resources,
Inc.
Activity 13
1. The chocolate __________ had whipped cream on the top.
2. I would love a __________ of pepperoni pizza!
3. He hit the golf ball off the __________.
4. My grandma can __________ her own clothes.
5. The car is made of __________.
6. The team was happy that they __________ the big game.
7. The bowl of steaming __________ looked yummy.
( )
( )
( )
( )
( )
( )
( )
Card-At-A-Glance
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A Chocolate Moose for DinnerFred GwynneWindmill Books, NY: 1980
Eight Ate: A Feast of Homonym RiddlesMarvin TerbanClarion Books, NY: 1982
Hey, Hay: A Wagonful of FunnyHomonym RiddlesMarvin TerbanClarion Books, NY: 1991
Homophones and Homographs:an American DictionaryJames HobbsMcFarland, NC: 1986
The King Who RainedFred GwynneWindmill Books, NY: 1980
A Little Pigeon ToadFred GwynneWindmill Books, NY: 1988
NTC’s Dictionary of Easily Confused WordsDeborah WilliamsNational Textbook Company, IL: 1995
One Whole Doughnut, One Doughnut HoleValjean McLenighanChildren’s Press, IL: 1982
What Did You Say?: A Book ofHomophonesSylvia Root TesterChild’s World, IL: 1977
16
Reading ListCards are shown as front-to-back pairs.
Pictures are named on the reverse side of each card.
ant
bear
bury
blue
rode
fir
flower
hear
hole
aunt
bare
berry
blew
road
fur
flour
here
whole
close
hare
male
peace
sail
peak
won
rows
moose
clothes
hair
piece
sale
peek
one
rose
mousse
see
steel
sow
knight
weak
you
tail
due
meat
sea
steal
sew
night
week
ewe
tale
dew
meet
tea
ate
write
pair
beat
chili
sun
toe
break
tee
eight
right
pear
beet
chilly
son
tow
brake
